Collaborative spaces for innovating interprofessional WIL in health contexts

Research output: Other contribution to conferencePresentation only

Abstract

Work integrated learning (WIL) or clinical placement is a vital and irreplaceable component in the preparation of pre-service allied health students for the reality of professional life. In contemporary healthcare contexts there is an increasing focus on enhancing health outcomes for patients and clients through provision of high quality interprofessional care. Consequently, interprofessional education has become a key pedagogical approach in the education of pre-service health care students. Despite this focus on inter-professional education approaches, many health services demonstrate significant resistance to offering undergraduate allied health inter-professional education experiences.

A qualitative study that explored allied health professionals’ understanding, confidence, capability and willingness to supervise and assess allied health students from professions other than their own will be reported. The perspectives on interprofessional supervision offered by the allied health professional participants, including identified barriers, facilitating factors and preferred approaches, will be discussed. Finally, an innovative inter-professional clinical placement supervisory model that enhances and enriches student learning and supervisor capability, particularly in relation to interprofessional practice will be introduced. The interprofessional supervisory model acknowledges and privileges context as core to work integrated learning and comprises six key features: collaboration, key priorities, reflective practice, focus on student learning journey, joint-interprofessional assessment and program champions.

Through the building of interprofessional supervision capability amongst allied health clinicians, opportunities for innovative and high-quality placement experiences for allied health students can be opened up, thus maximizing placement opportunities for students particularly in regional and remote areas and better prepare students for work in interprofessional healthcare contexts.

Original languageEnglish
Publication statusPublished - 2019
EventWACE 21st World Conference Advancing Cooperative & Work Integrated Education - University of Cincinnati, Cincinnati, United States
Duration: 03 Aug 201907 Aug 2019
https://www.waceinc.org/worldconference2019/index.html
https://waceinc.org/worldconference2019/assets/WACE_World%20Conference_2019_Refereed_Conference_Proceedings.pdf (refereed proceedings)

Conference

ConferenceWACE 21st World Conference Advancing Cooperative & Work Integrated Education
CountryUnited States
CityCincinnati
Period03/08/1907/08/19
Internet address

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health
learning
student
health professionals
supervision
education
health service
health care services
privilege
experience
confidence
profession

Cite this

Patton, N., Simpson, M., Skinner, K., & Robson, K. (2019). Collaborative spaces for innovating interprofessional WIL in health contexts. Paper presented at WACE 21st World Conference Advancing Cooperative & Work Integrated Education, Cincinnati, United States.
Patton, Narelle ; Simpson, Maree ; Skinner, Kay ; Robson, Kristy. / Collaborative spaces for innovating interprofessional WIL in health contexts. Paper presented at WACE 21st World Conference Advancing Cooperative & Work Integrated Education, Cincinnati, United States.
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title = "Collaborative spaces for innovating interprofessional WIL in health contexts",
abstract = "Work integrated learning (WIL) or clinical placement is a vital and irreplaceable component in the preparation of pre-service allied health students for the reality of professional life. In contemporary healthcare contexts there is an increasing focus on enhancing health outcomes for patients and clients through provision of high quality interprofessional care. Consequently, interprofessional education has become a key pedagogical approach in the education of pre-service health care students. Despite this focus on inter-professional education approaches, many health services demonstrate significant resistance to offering undergraduate allied health inter-professional education experiences.A qualitative study that explored allied health professionals’ understanding, confidence, capability and willingness to supervise and assess allied health students from professions other than their own will be reported. The perspectives on interprofessional supervision offered by the allied health professional participants, including identified barriers, facilitating factors and preferred approaches, will be discussed. Finally, an innovative inter-professional clinical placement supervisory model that enhances and enriches student learning and supervisor capability, particularly in relation to interprofessional practice will be introduced. The interprofessional supervisory model acknowledges and privileges context as core to work integrated learning and comprises six key features: collaboration, key priorities, reflective practice, focus on student learning journey, joint-interprofessional assessment and program champions. Through the building of interprofessional supervision capability amongst allied health clinicians, opportunities for innovative and high-quality placement experiences for allied health students can be opened up, thus maximizing placement opportunities for students particularly in regional and remote areas and better prepare students for work in interprofessional healthcare contexts.",
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Patton, N, Simpson, M, Skinner, K & Robson, K 2019, 'Collaborative spaces for innovating interprofessional WIL in health contexts', Paper presented at WACE 21st World Conference Advancing Cooperative & Work Integrated Education, Cincinnati, United States, 03/08/19 - 07/08/19.

Collaborative spaces for innovating interprofessional WIL in health contexts. / Patton, Narelle (Presenter); Simpson, Maree; Skinner, Kay; Robson, Kristy.

2019. Paper presented at WACE 21st World Conference Advancing Cooperative & Work Integrated Education, Cincinnati, United States.

Research output: Other contribution to conferencePresentation only

TY - CONF

T1 - Collaborative spaces for innovating interprofessional WIL in health contexts

AU - Simpson, Maree

AU - Skinner, Kay

AU - Robson, Kristy

A2 - Patton, Narelle

PY - 2019

Y1 - 2019

N2 - Work integrated learning (WIL) or clinical placement is a vital and irreplaceable component in the preparation of pre-service allied health students for the reality of professional life. In contemporary healthcare contexts there is an increasing focus on enhancing health outcomes for patients and clients through provision of high quality interprofessional care. Consequently, interprofessional education has become a key pedagogical approach in the education of pre-service health care students. Despite this focus on inter-professional education approaches, many health services demonstrate significant resistance to offering undergraduate allied health inter-professional education experiences.A qualitative study that explored allied health professionals’ understanding, confidence, capability and willingness to supervise and assess allied health students from professions other than their own will be reported. The perspectives on interprofessional supervision offered by the allied health professional participants, including identified barriers, facilitating factors and preferred approaches, will be discussed. Finally, an innovative inter-professional clinical placement supervisory model that enhances and enriches student learning and supervisor capability, particularly in relation to interprofessional practice will be introduced. The interprofessional supervisory model acknowledges and privileges context as core to work integrated learning and comprises six key features: collaboration, key priorities, reflective practice, focus on student learning journey, joint-interprofessional assessment and program champions. Through the building of interprofessional supervision capability amongst allied health clinicians, opportunities for innovative and high-quality placement experiences for allied health students can be opened up, thus maximizing placement opportunities for students particularly in regional and remote areas and better prepare students for work in interprofessional healthcare contexts.

AB - Work integrated learning (WIL) or clinical placement is a vital and irreplaceable component in the preparation of pre-service allied health students for the reality of professional life. In contemporary healthcare contexts there is an increasing focus on enhancing health outcomes for patients and clients through provision of high quality interprofessional care. Consequently, interprofessional education has become a key pedagogical approach in the education of pre-service health care students. Despite this focus on inter-professional education approaches, many health services demonstrate significant resistance to offering undergraduate allied health inter-professional education experiences.A qualitative study that explored allied health professionals’ understanding, confidence, capability and willingness to supervise and assess allied health students from professions other than their own will be reported. The perspectives on interprofessional supervision offered by the allied health professional participants, including identified barriers, facilitating factors and preferred approaches, will be discussed. Finally, an innovative inter-professional clinical placement supervisory model that enhances and enriches student learning and supervisor capability, particularly in relation to interprofessional practice will be introduced. The interprofessional supervisory model acknowledges and privileges context as core to work integrated learning and comprises six key features: collaboration, key priorities, reflective practice, focus on student learning journey, joint-interprofessional assessment and program champions. Through the building of interprofessional supervision capability amongst allied health clinicians, opportunities for innovative and high-quality placement experiences for allied health students can be opened up, thus maximizing placement opportunities for students particularly in regional and remote areas and better prepare students for work in interprofessional healthcare contexts.

M3 - Presentation only

ER -

Patton N, Simpson M, Skinner K, Robson K. Collaborative spaces for innovating interprofessional WIL in health contexts. 2019. Paper presented at WACE 21st World Conference Advancing Cooperative & Work Integrated Education, Cincinnati, United States.